HEBREW EXEGESIS (OT506) Reformed Theological Seminary-Houston Spring 2017

CONTACT INFORMATION: HEBREW EXEGESIS (OT506) Reformed Theological Seminary-Houston Spring 2017 Instructor: Phillip S. Marshall, Ph.D. Personal email: pmarshall.rts@gmail.com Office phone: (281) 649-3135; Cell phone: (832) 696-5125 Web Page: http://biblicallanguages.net DESCRIPTION OF THE COURSE: HEBREW EXEGESIS (OT506): This course introduces basic tools for interpreting the Old Testament. Attention is given to a working knowledge of biblical Hebrew and to principles of interpretation. This Hebrew course begins on Jan 28 and ends on April 29, 2017. The final examination times/dates will be announced by the end of the session. The class meets on Saturdays from 8:00 AM to 3:30 PM on the following four days: Jan 28, Feb 25, Mar 25, and Apr 29. COURSE GOALS: The purpose of this course is the purpose of life to glorify God, and to enjoy Him forever. It is impossible to learn any language in just one or two semesters; thus our goal in this course is to set students on the pathway to proficiency in a lifetime of reading and teaching from the Hebrew Old Testament. Reading God s word as He gave it will be both God-glorifying and soul-satisfying! For the student to read the Hebrew Old Testament the professor must impart to the student: 1. An understanding of the importance of the original languages for all Bible study and ministry. 2. A knowledge of the morphological patterns and grammatical structures of the Hebrew language in Scripture. 3. A basic vocabulary of the most frequently occurring words in the Hebrew Old Testament. 4. Experience translating Hebrew sentences and verses. 5. Awareness of the major grammatical and lexical tools for Old Testament study. 1

2 HEBREW-RELATED LEARNING OUTCOMES: Upon completion of this course, students should be able to demonstrate (through class work, quizzes, a written research paper, and written examinations) the ability to: 1. Demonstrate knowledge of nominal and verbal inflectional and derivational morphology of Biblical Hebrew through proper parsing. 2. Demonstrate a basic ability to analyze the grammatical structure of Hebrew phrases and sentences [using critically the following grammars: Williams Hebrew Syntax (Beckman), A Biblical Hebrew Reference Grammar (van der Merwe, Naude, Kroeze) and An Introduction to Biblical Hebrew Syntax (Waltke-O Connor)]. 3. Demonstrate a basic ability to provide the proper semantic classifications of the grammatical structures encountered in the syntax of Hebrew phrases and sentences. 4. Demonstrate acquisition of vocabulary in the Biblical Hebrew narrative corpus. 5. Demonstrate an ability to research and write an exegesis paper dealing with a pericope from the Hebrew Bible. COURSE TEXTS/RESOURCES: Required: Beckman, John C., ed. Williams Hebrew Syntax, 3rd ed. Toronto: University of Toronto Press, 2007. Brotzman, Ellis R., and Eric J. Tully. Old Testament Textual Criticism, A Practical Introduction, 2 nd ed. Grand Rapids: Baker Academic, 2016. ISBN: 978-0801097539 Chisholm, Robert B., Jr. A Workbook for Intermediate Hebrew: Grammar, Exegesis, and Commentary on Jonah and Ruth. Grand Rapids: Kregel, 2006. ISBN: 0825423902 Elliger, Karl, and Willhelm Rudolph, eds. Biblia Hebraica Stuttgartensia. 5th ed. Stuttgart: Deutsche Bibelgesellschaft, 1997. [BHS] Holladay, William L. A Concise Hebrew and Aramaic Lexicon of the Old Testament. Grand Rapids: Eerdmans, 1971. [Holl. is an abridged Lexicon and is suitable for your normal daily reading and study. It is not to be used for formal papers/research.] Koehler, Ludwig and Walter Baumgartner. The Hebrew and Aramaic Lexicon of the Old Testament. Translated by M. E. J. Richardson. Leiden: E. J. Brill, 1994.

3 [HALOT: only this lexicon is to be used for research papers. You are not required to purchase this for the course, but if you intend to keep up with reading, preaching, and researching the Hebrew Bible, this is the standard lexicon akin to BDAG in NT studies.] Scott, William R. A Simplified Guide to BHS: Critical Apparatus, Masora, Accents, Unusual Letters & Other Markings. 4 th ed. N. Richland Hills, TX: D & F Scott Publishing, 2007. ISBN: 978-1930566682 [NOTE: This book is out of print, and the publisher appears not to be in business anymore. It sells online for hundreds of dollars from third-party vendors trying to price-gouge. I can try to make my personal copy available through the RTS library.] Stuart, Douglas. Old Testament Exegesis: A Handbook for Students and Pastors, 4 th ed. Louisville, KY: Westminster John Knox Press, 2009. ISBN: 978-0664233440 van der Merwe, Christo H. J., Jackie A. Naude, and Jan H. Kroeze. A Biblical Hebrew Reference Grammar. Sheffield: Sheffield Academic, 1999. [BHRG] ISBN: 9781850758563 Waltke, Bruce K. and M. O Connor. An Introduction to Biblical Hebrew Syntax. Winona Lake, Ind.: Eisenbrauns, 1990. [WO] ISBN: 9780931464317 Youngblood, Kevin J. Jonah: A Discourse Analysis of the Hebrew Bible. Zondervan Exegetical Commentary on the Old Testament (ZECOT). Grand Rapids: Zondervan, 2015. ISBN: 9780310528357 Internet access to the following websites: http://biblicallanguages.net [This is my academic website where I keep my course materials and notes. Look for the Hebrew Exegesis course on the right-hand side. When you click on it, you should see a link called Restricted Access. You may access some helpful resources there. The password is: calvin] https://dailydoseofhebrew.com [This is a website started by Prof. Mark Futato of RTS-Orlando, where he provides (along with some others) daily, 2-minute discussions on a verse of the Hebrew Bible.] Other Reference Materials: Arnold, Bill T. and John H. Choi. A Guide to Biblical Hebrew Syntax. Cambridge: Cambridge University Press, 2003. [AC]

4 Brown, Francis, S. R. Driver and Charles A. Briggs. A Hebrew and English Lexicon of the Old Testament. Oxford: Clarendon, 1952. [BDB] Gesenius, W., and E. Kautzsch. Gesenius Hebrew Grammar. 28th German ed.; 2nd English ed. Translated by A. E. Cowley. Oxford: Clarendon Press, 1910. [GKC; Available online at Internet Archive.] Joüon, P. and T. Muraoka. A Grammar of Biblical Hebrew. 2nd Ed. Subsidia Biblica, 27. Rome: Pontifical Biblical Institute, 2006. [JM] ISBN: 9788876536298 Limburg, James. Jonah. Old Testament Library. Louisville, Ky.: Westminster/John Knox, 1993. Long, Gary A. Grammatical Concepts 101 for Biblical Hebrew. Peabody, MA: Hendrickson, 2002. Putnam, Frederic Clarke, ed. A Cumulative Index to the Grammar and Syntax of Biblical Hebrew. Winona Lake, Ind.: Eisenbrauns, 1996. Sasson, Jack M. Jonah. Anchor Bible. New York: Doubleday, 1990. Stuart, Douglas. Hosea-Jonah. Word Biblical Commentary. Waco, Tex.: Word Books, 1987. Tucker, W. Dennis, Jr. Jonah: A Handbook on the Hebrew Text. Waco, Tex.: Baylor Press, 2006. Wolff, Hans Walter. Obadiah and Jonah: A Commentary. Trans. Margaret Kohl. Minneapolis, Minn.: Augsburg, 1986. COURSE TOPICAL OUTLINE: Note: For Chisholm workbook assignments, you may omit Step 4. Jan 28 1. Vocab Quiz: Jon 1:1-6; 1:7-12 2. Grammar Quiz: Review BHRG 14-15 (pp. 66-71, The Qal Strong Verb conjugations paradigms) 3. Reading Assignment to Report: a. Chisholm: Read pp. 11-21 (you may omit the poetry section on pp. 12-14) b. Brotzman/Tully: Read Intro and Chs. 1-7

5 c. Youngblood: Read Introduction and Commentary up to 1:12. c. Begin reading Williams Hebrew Syntax (Beckman); it will be due the end of Feb. 4. Chisholm Workbook/Study of Hebrew text: Jon 1:1-12 5. Watch Online at https://dailydoseofhebrew.com/read-hebrew/jonah: Jon 1:1-12 6. Worksheet: Using BHS Worksheet Feb 25 1. Vocab Quiz: Jon 1:13-2:2; 2:3-11 2. Grammar Quiz: Review BHRG 16 (pp. 73-90, The Derived Stems Strong Verb conjugations paradigms) 3. Reading Assignment to Report: a. Chisholm: Read pp. 12-15 (the poetry section) b. Williams Hebrew Syntax (Beckman): Read the entire book. c. Youngblood: Read Commentary up to 2:11. d. BHRG: Read 19-20 (pp. 141-163, the semantics of the different conjugation patterns of the Hebrew verb) 4. Chisholm Workbook/Study of Hebrew text: Jon 1:13-2:11 (Hebrew versification) 5. Watch Online at https://dailydoseofhebrew.com/read-hebrew/jonah: Jon 1:13-2:11 6. Worksheet: Worksheet on Holladay Lexicon Mar 7 (Tues) DUE: Complete take-home Midterm on Jonah; scan into PDF format and email to Matt Stahl so that he can print them and give them to me. There is no class on this date. Mar 25 1. Vocab Quiz: Jon 3:1-5; 3:6-10 2. Grammar Quiz: Review BHRG 17-18.5 (pp. 90-113, Pronominal suffixes added to verbs; Weak Verb conjugations paradigms Gutterals & III-He) 3. Reading Assignment to Report: a. Old Testament Exegesis (Stuart): Read the entire book. b. Youngblood: Read Commentary up to 3:10. 4. Chisholm Workbook/Study of Hebrew text: Jon 3:1-10. 5. Watch Online at https://dailydoseofhebrew.com/read-hebrew/jonah: Jon 3:1-10. Apr 29 1. Vocab Quiz: Jon 4:1-5; 4:6-11 2. Grammar Quiz: Review BHRG 18.6-18.11 (pp. 113-141, All other Weak Verb conjugations paradigms) 3. Reading Assignment to Report: a. Youngblood: Read Commentary up to 4:11. b. BHRG: Read Chapter 7, 46-47 (pp. 336-350)

6 4. Chisholm Workbook/Study of Hebrew text: Jon 4:1:11 5. Watch Online at https://dailydoseofhebrew.com/read-hebrew/jonah: Jon 4:1:11 6. DUE: Exegesis Paper on Jonah 4:5-11 May 4 (Thurs) DUE: Complete take-home Final on Jonah; scan into PDF format and email to Matt Stahl so that he can print them and give them to me. There is no class on this date. COURSE REQUIREMENTS: 1. Students will take two exams in which they will demonstrate their knowledge of grammar and syntax and their ability to translate Hebrew phrases and sentences. The dates for these examinations are in the course topical outline. 2. In addition to the exams, students will demonstrate their knowledge of Biblical Hebrew vocabulary, grammar, and syntax during regular class participation and grammar/vocabulary quizzes. Vocab quizzes will be based on the book of Jonah. Grammar quizzes will be based on reviews of first-year grammar material, using the textbook BHRG (van der Merwe et al.). For the verb-related grammar quizzes, students will be expected to parse and translate the reviewed verbal forms accurately. 3. Throughout the semester, students will be required to complete readings from specified textbooks and to report the percentage completed for each reading assignment.the reading assignments on Brotzman/Tully, Beckman/Williams, Stuart, and Youngblood are each worth 5% of the final grade. The reading assignments on Chisholm and BHRG (ch.7) will be combined to constitute 2.5% of the final grade. 4. This semester we will be reading, analyzing, and discussing the Hebrew book of Jonah in a classroom lab. As part of the students personal preparation for these class sessions, all students are to listen to Dr. Mark Futato (of RTS-Orlando) giving 2-minute analyses of each verse of Jonah. These 2-minute videos can be accessed here: https://dailydoseofhebrew.com/read-hebrew/jonah We will treat these expositions as part of our class meetings. 5. For each section of Jonah that we prepare for our classroom lab, one student (or the professor) will be assigned to lead the discussion. This student must submit a typed twoto-three-page (12 pt font, single spaced) summary sheet containing [1] an English gloss of the assigned passage, [2] guiding questions about the syntactical categories encountered and their semantic classifications in his/her assigned passage, with discussion of how the student would answer those questions, and [3] some reflection on semantic features in the passage, using the lexical material in Holladay as needed. The summary sheet should be prepared as an outline for discussion of that meeting s assigned passage.

7 The summary discussion sheet will be collected at the conclusion of each class period and will be assessed for the strength of the English gloss, the grammatical significance of the questions raised, and the student s demonstration of his/her ability to resolve grammatical questions. NOTE: To help guide the other students study of the passage and preparation for the discussion, the leader will email his/her English gloss of the passage, and a list of the discussion questions, at least one week prior to the meeting that he/she will lead. All students must reference and demonstrate competence in the use of grammars by Williams, van der Merwe, and Waltke-O Connor in their outlines. The professor will lead the first session s discussions so that students may observe and learn how to do this. 6. The students who are not leading a discussion in Jonah are responsible to prepare for the passage to be discussed by doing the following: [1] Read the text in Hebrew and translate into English in your Chisholm workbook (usually Step 3). [2] Answer all parsing/grammar questions in the Chisholm workbook. Omit Step 4. NOTE: If Chisholm does not ask you to parse a particular form, but you cannot parse that form by sight, then you should make personal notes where you parse such forms so that you can identify it by sight with practice. [3] Analyze the syntactic structure of each verse and determine the semantic classifications of the syntactical structures you see in the passage. You will be doing this with your Chisholm questions, but sometimes you will find you have questions that Chisholm does not ask. In your personal notes, you should note such questions and seek to answer them. Feel free to bring these questions to class! [4] Analyze the leader s English gloss and be prepared to submit one question about it. [5] Write down your answers to the leader s questions submitted on the Handout. If you already addressed that question in your Chisholm workbook, then you don t need to rewrite it. If not, then put your answers on your copy of the leader s Handout (or in your personal notes). [6] Participate in the discussions! 7. Students will research and write an exegetical paper on Jonah 4:5-11, using the exegetical methodology outlined by Douglas Stuart (Old Testament Exegesis). The body of the paper will be at least 12 pages and no more than 20 pages in length. The paper will be double-spaced with one-inch margins. Students will consult at least ten scholarly sources (acceptable sources will deal primarily with original languages/hebrew, ANE backgrounds, and/or text-critical resources; devotional/english-language commentaries are not appropriate for the research paper). NOTE: Before you turn in your final paper, you must have a fellow student read and edit your near-final draft, and then sign the last page of the bibliography on your final draft. Your paper will consist of the following: a. Title Page.

8 b. Hebrew Text. The first step is to import the Hebrew text into your word processing application. At this point, footnote and discuss any relevant text critical issues that appear in the textual apparatus or secondary literature. c. English Translation. Provide your own translation of the Hebrew text. Footnote any relevant information that relates to your translation. For example, you may comment on how your translation differs from one or more of the standard English Bibles. d. Introduction and Outline. Give a basic introduction to the content and structure of your passage. In other words, provide the big picture before you begin the verse by verse commentary. e. Verse by Verse Commentary. Describe the basic content of each verse. Detailed analysis of grammar, syntax, word studies, and historical issues are to be considered. f. Theological Summary and Conclusions. Tie it all together! This is the so what? section of the paper. What is the biblical-theological contribution of this passage to the larger narrative complex and to the whole of Scripture? How does it fit in the unfolding of God s redemptive history? What does your passage teach us of Christian living? g. Sermon Outline. Create a one-page sermon outline from which you could preach. h. Bibliography. Provide a complete listing of all secondary literature cited in your paper. Entries may include Hebrew grammars, lexicons, word study books, monographs, dissertations, journal articles, or original-language commentaries. Note that one s consultation of commentaries should be restricted to the final stages of study. It is important that you develop your own exegetical skills rather than rely upon the work of others. 8. The final grade will be determined according to the following percentages: a. Reading Assignments: 22.5% b. Presentations 7.5% c. 2 Exams 30% d. Quizzes 10% e. Worksheets 10% f. Exegesis Paper 20% 9. Students are encouraged to spend at least one hour per week practicing and refining their Hebrew skills on a computer utilizing Hebrew Tutor CD (and/or other software programs) and/or Internet resources such as www.animatedhebrew.com. 10. The student is expected to attend all of the instructor s lecture sessions on Jonah, participate in discussions, and meet the requirements of the course as indicated by the professor, this syllabus, and the assignments given.

9 GRADES: Grades will be determined by the following scale: A (97-100); A- (94-96); B+ (91-93); B (88-90); B- (86-87); C+ (83-85); C (80-82); C- (78-79); D+ (75-77); D (72-74); D- (70-71); F (below 70) ACADEMIC INTEGRITY: Plagiarism is the misrepresentation of another's work as one's own. When the professor concludes that a student has plagiarized an assignment, the student will receive the grade of zero for the assignment, and the office of the Director of RTS-Houston will be notified about the incident. The same actions apply to other acts of academic dishonesty such as cheating on examinations. SPECIAL NEEDS: Individuals with documented impairments who may need special circumstances for exams, classroom participation, or assignments should contact the instructor at the beginning of the semester in order for special arrangements to be considered. LATE WORK: Late work will only be allowed with the permission of the instructor, if the student has reasonable extenuating circumstances that the professor deems appropriate. ATTENDANCE POLICY: Attendance will be enforced per the seminary catalog. In the event of an absence it is the student s responsibility to obtain the material covered and any assignments or notes given. PARTICIPATION: The professor finds the use of Hebrew in devotional reading and in ministry vitally important for the health of the church. Students are expected to show eagerness to learn, and to display intellectual curiosity regarding the meaning of the biblical text. NECESSARY MODIFICATIONS: The professor reserves the right to alter or modify this syllabus and the course requirements as he thinks necessary.

10 STUDENT LEARNING OUTCOMES: MDiv* Student Learning Outcomes In order to measure the success of the MDiv curriculum, RTS has defined the following as the intended outcomes of the student learning process. Each course contributes to these overall outcomes. This rubric shows the contribution of this course to the MDiv outcomes. *As the MDiv is the core degree at RTS, the MDiv rubric will be used in this syllabus. Articulation (oral & written) Scripture Reformed Theology Sanctification Broadly understands and articulates knowledge, both oral and written, of essential biblical, theological, historical, and cultural/global information, including details, concepts, and frameworks. Significant knowledge of the original meaning of Scripture. Also, the concepts for and skill to research further into the original meaning of Scripture and to apply Scripture to a variety of modern circumstances. (Includes appropriate use of original languages and hermeneutics; and integrates theological, historical, and cultural/global perspectives.) Significant knowledge of Reformed theology and practice, with emphasis on the Westminster Standards. Demonstrates a love for the Triune God that aids the student s sanctification. Rubric Strong Moderate Minimal None Strong Strong Moderate Moderate Mini-Justification Oral homework recitation, weekly quizzes, 2 major exams, and an exegesis paper. Acquisition of Hebrew grammar and vocabulary will enable student to read and study the Hebrew OT and critically assess scholars commentaries and theologian s arguments based on original languages of the texts of Scripture. Study of Hebrew is not a distinctively Reformed undertaking, but texts from the Hebrew Bible supporting Reformed interpretation will be discussed. Knowing Hebrew will enable students to defend Reformed theology from the OT. Our study of Hebrew and Jonah is doxalogical, in that discussions of Hebrew

11 Desire for Worldview Winsomely Reformed Preach Worship Shepherd Burning desire to conform all of life to the Word of God. Embraces a winsomely Reformed ethos. (Includes an appropriate ecumenical spirit with other Christians, especially Evangelicals; a concern to present the Gospel in a God-honoring manner to non- Christians; and a truth-in-love attitude in disagreements.) Ability to preach and teach the meaning of Scripture to both heart and mind with clarity and enthusiasm. Knowledgeable of historic and modern Christian-worship forms; and ability to construct and skill to lead a worship service. Ability to shepherd the local congregation: aiding in spiritual maturity; promoting use of gifts and callings; and encouraging a Strong Moderate Strong Minimal Strong words/passages lead to greater understanding of God and his work, and therefore to worship. Also focuses on likeness to God in his compassion for others Hebrew Exegesis is taught in such a way as to demonstrate that study of linguistics, ancient literature, & history are in service to the study of Scripture. Hebrew resources employed for understanding OT texts come from a variety of scholars from Christian perspectives. Acquisition of Hebrew grammar and vocabulary will enable student to preach the purpose of specific OT passages; the exegesis paper requires a sermonic outline on the basis of the research. The course does not stress worship as congregational practice; however, Hebrew will allow student to access original language materials in the OT that have shaped Christian worship (the sacraments, psalms, language of song, ritual, and sacrifice). Correct interpretation of OT passages is critical to proper shepherding and application of truth to the congregation.

12 Church/ World concern for non-christians, both in America and worldwide. Ability to interact within a denominational context, within the broader worldwide church, and with significant public issues. Strong Training in Hebrew will enable student to interact critically with published materials that affect theology and practice in denominational life and the world stage.